Banca de QUALIFICAÇÃO: GREICY KELLY BITTENCOURTE

State of Knowledge about young people and adults with intellectual disabilities in the Brazilian educational context, 2015-2022

Intellectual Disability. Educational Services and Services. Youth and Adults. Special education. Inclusion.

This work presents the partial results of a Master's in Education research from the Stricto Sensu Postgraduate Program in Education (PPGE) of the Federal Institute of Education, Science and Technology of Santa Catarina (IFC), along the research line Educational Processes and Inclusion. It was proposed to analyze, through a State of Knowledge (CE), what the discussions of Brazilian academic productions of dissertations and theses published in the Brazilian Digital Library of Theses and Dissertations (BDTD) and in the Catalog of Theses and Dissertations of Capes reveal. on the development of services and/or educational services aimed at young people and adults with intellectual disabilities (ID), in a time frame from 2015 to 2022. The state of knowledge is constituted as a method and methodology, whose methodological path we find characterized by Morosini, Kohls-Santos and Bittencourt (2021). The analysis and interpretation of the data will be based on assumptions of the quantitative and qualitative approach (MINAYO; SANCHES, 1993), with the articulated use of the State of Knowledge methods (MOROSINI; KOHLS-SANTOS AND BITTENCOURT, 2021) and Content Analysis (BARDIN, 2016), which will enable the construction and analysis of our corpus. We will seek to address the relationship between the concept of intellectual disability and the social, political and ideological conceptions present throughout history, having as a guide the means of production, materialized at work, to justify the stigmatization of these subjects, which has affected them in situations since abandonment to the inclusion process. Authors such as Marx (1977), Andery et al. (2001), Goffman (2008), Baptista and Resende (2009), Bianchetti (2012), Tomasini (2012), Foucault (2014), Lopes and Fabris (2020) among other researchers contributed to the development of theoretical contributions and analyzes that support this proposal. The research, even if in a partial state, shows that stigmatized throughout history, as deviant from social norms and considered as a threat to the balance and maintenance of society, people with intellectual disabilities were exposed to social control mechanisms that deprived them of of academic and social opportunities that still affect their lives today. It is essential to consider that the life expectancy of people with intellectual disabilities has increased significantly due to the advancement of science. However, this achievement poses challenges for society in terms of offering public policies and specialized services that take into account their unique development processes and guarantee the right to an autonomous, participatory life free of prejudice at all stages of life. It is expected, as a result, to contribute to reflection on the impact of educational services and/or assistance on the lives of people with intellectual disabilities, expanding the scientific evidence in the area about the development of education policies, the functioning of education institutions and with the quality of life of young people and adults with intellectual disabilities.